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HKIN 426: Health Education January 6, 2014

HKIN 426: Health Education January 6, 2014.

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HKIN 426: Health Education January 6, 2014

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  1. HKIN 426:Health EducationJanuary 6, 2014 This course introduces the basic concepts and topics associated with the physical, intellectual, social, emotional, spiritual, and environmental aspects of health. Emphasis will be placed upon the application of these concepts to the instruction (and promotion) of health (and physical education) in the school system (and in the community).

  2. … to HKIN 426 … and to my way of teaching  “Teachers do teach what they are as much as what they know” Peter Elbow, 1990

  3. OVERVIEW of today’s class and the term … • Cue card activity and Class list • Introductions: you and me • What to expect • Course outline (available online via Moodle) • Class format • Class evaluation • Student feedback (available from www.stfx.ca/people/akolen, through the courses link and under HKIN 426 • Health Education today • Expectations for me and for you

  4. Introduction: Who am I? What do I teach? What do I research and write about? What am I passionate about? Where will I be on Tuesday and Wednesday?

  5. What do I teach? • HKIN 115 • HKIN 425 + Lab • HKIN 426 + Lab • Advise BScHKIN students

  6. What do I research and write about? Research • Keeping Pace • Physical activity and dietary intake (and the factors surrounding them) in boys and girls in grades 3, 7, and 11 from NS • Canadian Assessment of Physical Literacy (new) • Fit 4 Life and Fit 4 Tots … I should … • Dynamic and or Interactive Teaching methods • Daily experts • The importance of saying ‘hello’ • Service learning • Personal Health and Wellness (Health: the Basics, 6th Canadian Ed … Feb 1, 2014) • About my research too … Of course! Publications

  7. Fit 4 Life!

  8. Fit 4 Tots

  9. Teaching in Uganda

  10. My children …

  11. Where am I this week? Jan 7 and 8 – Ottawa working with Active Healthy Kids Canada – deciding the grades for the 2014 Report Card Therefore NO class Wednesday at 8:15 

  12. Introduction Who are you? Year of study? What do you plan to do? Experience working with children? Highlight of your Christmas break?

  13. Course Outline FYI – this is your contract with me ….

  14. Office Hours • Posted office hours • Mondays 1:30 to 4:30 p.m. • Tuesdays 9:30 to 11:30 a.m. • Wednesdays 9:30 to 11:30 a.m. • Fridays 9:30 – 11:00 a.m. • Real office hours ANY time I am not teaching (or away) and am in my office • FYI – class times, office hours, Fit 4 Life and Fit 4 Tots times are posted outside my office door

  15. Text - recommended (NOT required) • Anspaugh, D. J. & Ezell, G. (2010). Teaching today’s health (9th ed.). San Francisco: Pearson Education • There is now a 10th Ed available • Please only purchase this if you plan to be a teacher …. Great lesson plans • Supplemental readings will be provided/recommended – online resources

  16. Objectives 1. to describe the unique contribution of health (and physical) education to children’s education 2. to identify applicable and relevant health issues for health and/or physical education instruction in elementary, junior, and secondary school settings 3. to clarify the social, intellectual, and psychological realities of promoting health to children 4. to develop critical thinking skills regarding the research pertaining to children’s health and their health and physical education

  17. Class Format • Quote on title slide … for fun, to think, etc. • Overview of that day’s class (or of several days on the same topic) • Lecture c/w notes/handouts, stories, ‘real-life’ examples • PowerPoint slides, handouts, and other pertinent materials will be available through Moodle • FYI – some days PPT sare intentionally incomplete • Class activity, group activity, class discussion, group discussion, individual activity, individual reflection, carousel activities, café, youtube videos, personal stories, etc. • In other words, expect more than a lecture!! • AND there will be movement … in EVERY class! • The inclusion of “teachable moments”

  18. “teachable moments” Moments where you take advantage of “what” is or has happened and teach and learn from it

  19. Daily Experts • In most classes several students will be designated as “daily experts”. These individuals will be given the first opportunity to respond to questions and/or participate in activities. These students can also pose questions relevant to the scheduled topic and/or related to their service learning experiences. This opportunity to be a daily expert is intended to enhance class discussions and student participation. It is NOT intended as a means of embarrassing students. • Each student will be given a “pass” (next week when I return ); where he or she can “pass” on being a daily expert when asked. • If absent when assigned to be daily expert, your pass will be used .

  20. Evaluation • Rants, Raves, and Reflections (RRRs) – 10 submissions, one per week, 5% each for a total of 50% - to be described in detail on Thursday (Day 3: Jan 9) • RRR1 will be assigned on Wednesday (in lieu of class) and is due no later than 11:59 p.m. Jan 10 • Oral and written reflection of Health Education and service learning experiences (combined 20%) - to be described in detail on Thursday (Day 3: Jan 9) • Final Exam – TBA – 30%

  21. Detailed Course Outline Day by day plan as to what we will be covering, recommended reading, handouts to be distributed/links to readings

  22. A message received from a former student July 20, 2011 • Hi Angie, How is your summer going? I just wanted to email you to tell you again how much of an impact your Health Education class has had on me. In the summers I teach Anatomy at the University of Calgary's Science camp, called Mini U. I'm responsible for creating 8 - 10 different lessons for each grade (1 - 8). Last summer I had a few lessons on 'caring for our bodies,' where I stressed the importance of daily exercise, but after taking Health Ed with you, I've ensured that every grade gets this lesson, combined with the importance of proper nutrition. I also try to get my kids up and moving as much as possible (and if the activity we're doing is very sedentary, we always have a mid-class movement break). I even ordered Canada Food Guides online for my Science 5's as they're focusing on the digestive system. Your class just really opened my eyes to a lot things that I didn't think about last year and I really believe the kids have benefitted from it. So I just wanted to say thanks and feel free to share this with your class as an incentive to take/stay in the class because it is definitely an enjoyable and worthwhile experience.

  23. A message received Oct 19, 2012 • I know you must hear this all the time but I really can't thank you enough for your Health Education class. I'll admit the first week of the class I thought it wasn't the best fit for me because I assumed it was mainly for those wanting a career in teaching, but I am so glad I stayed in it! I am able to contribute so much more effectively in this position, especially now with the physical activity programs for kids and even though this is not what I want to be doing the rest of my life, I know the knowledge I gained from the class is going to be just as effective and beneficial in a career in medicine. Being able to participate in the Fit 4 Life program has made me realize just how much I enjoy working with children, which gives me a bit more direction for which medical field I'm interested in. Children's health is so important and I really believe if we can educate them to understand and appreciate the importance of physical activity and proper eating habits at a young age, we can reduce the health problems they could face as they age associated with inactivity, poor nutrition and an overall unhealthy lifestyle.

  24. Expectations for you • to attend class regularly, and on time AND if you miss … consider the following … • be proactive and responsible! • to NOT text when in class • To use your laptops and/or smart phones appropriately in class • to check your email/Moodle  • to read (attempt to) materials suggested • to participate and contribute in/to class/group discussions/activities • to speak/act in a respectful manner • to me and more importantly to one another • to complete assignments to the best of your ability, and on time

  25. Expectations for me • to provide an open, comfortable learning environment • use a variety of teaching methods • use current materials/examples/stories – including teachable moments • interest and excite students … so you want to come to class (even at 8:15!!) • to have students ‘think’ about the topic when leaving class and how it may have an impact upon them as future teachers (or coaches, or health care providers, or parents, or whatever it is that you want to do with your life) • to have students “talk” about the topics covered in class – outside of class … to friends, parents, etc. • to provide a view of the reality of teaching health and/or physical education • to be ready for questions – before, during, and after class • to use email/Moodle to correspond with the class

  26. Expectations for me • to provide appropriate, applicable, and fair directions for assignments and your final exam • to return your assignments in a reasonable amount of time • With appropriate and reflective feedback • to be receptive – and accepting – of constructive criticism of my teaching methods • to address this criticism appropriately and effectively

  27. Consider these questions … • What do you plan on doing when you graduate/in the coming years? • How will Health Education help you? • What will you do to ensure your success in this class? • What can I do to help you be successful in this class? • To me a healthy person is …

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